Multimodal Approaches to Math and Physical Education within Cooperative Learning to Enhance Social Attitudes

Round 1

Reviewer 1 Report

Attached file

Comments for author File: Comments.pdf

Author Response

Reviewer 1 Comments:

Comment 1: The objective of this research was to analyze the academic and social attitudes of preservice teachers through cooperative activities that link mathematics and physical education. The study is interesting and current. However, the following suggestions should be considered.

Answer: Thank you for the comment on the study. We have taken into consideration all the comments raised by the reviewer.

Comment 2: Introduction:

The introduction begins by describing the purpose of the study when this should be the end of  the section. During the introduction the objective is referred to in different ways and in different paragraphs that lead to confusion and lack of coherence. For example (lines 29-32; lines 58-62; line 124). It is recommended to rewrite this section. The introduction requires that the authors establish the contextual framework in which the problem is inserted, the reason for the investigation. This construction must go from the general to the particular and conclude with the objective, the working hypothesis or both, which are the elements with which this section must end (although there must be a clear relationship between them, the objective of the study must not be the verification of the hypothesis. The objective must have value by itself and be the raison d'être of the investigation).

Answer: Thank you very much for this valuable comment. We have considered a new narrative not superposing goals, objectives and hypothesis. The narrative goes from the most general descriptions to the particular ones. Therefore, the new introduction is more concise and synthetic.

Comment 3: Theoretical background:

Cooperative learning (CL) seems to be the key element in the research, however, a specific point that places us in the state of the art of CL is not presented. A section that incorporates CL is recommended.

Section “2.3 Multimodal learning in mathematical and physical education” does not truly describe the background on the issue. It is recommended to rewrite the section. Reading the following articles is suggested:

Cecchini, J. A., & Carriedo, A. (2020). Effects of an interdisciplinary approach integrating mathematics and physical education on mathematical learning and physical activity levels. Journal of Teaching in Physical Education, 39(1), 121-125.

Kitchen, D., & Kuehl Kitchen, J. (2013). Integrating physical education and mathematics: A collaborative approach to student learning. Strategies, 26(1), 31-38.

Bores-García, D., Hortigüela-Alcalá, D., Fernandez-Rio, F. J., González-Calvo, G., & Barba Martín, R. (2021). Research on cooperative learning in physical education: Systematic review of the last five years. Research quarterly for exercise and sport, 92(1), 146-155.

Have, M., Nielsen, J. H., Ernst, M. T., Gejl, A. K., Fredens, K., Grøntved, A., & Kristensen, P. L. (2018). Classroom- A randomized controlled trial. PloS one, 13(12), e0208787.

Riley, N., Lubans, D. R., Holmes, K., & Morgan, P. J. (2016). Findings from the EASY minds cluster randomized controlled trial: evaluation of a physical activity integration program for mathematics in primary schools. Journal of physical activity & health, 13(2).

Answer: The theoretical background has been revised and a new section on cooperative learning has been added. Also, we have used the 5 references reported by the reviewer to better contextualise this study.

The new section is as it follows.

2.4 Cooperative learning in mathematical and physical education

The theories of cognitive learning, social interdependence, all lend support to the pedagogical practice of cooperative learning. For the past three decades, cooperative learning has been explored, and there is evidence that it is effective in fostering social interdependence, for best promotion of the ideals of justice, social responsibility, and mutual trust among learners. The fundamental tenets of cooperative learning are the capacity to work on grounded and complex situations in interdisciplinary contexts, and to comprehend inter- or multi-disciplinary complex systems across multiple scales. Also, the capacity to promote the cooperation between team members to either tackle problems and projects. In cooperative learning, it has been noted that when teachers promote using cognitive, affective, and motivational resources, students feel positively interdependent when they deal with cooperative activities [57-59]. Positive interdependence is understood as the capacity to build individual competences for the benefits of the members of a group (intertwined roles, shared resources, joint rewards, etc.), who work together to achieve a shared learning goal [58-60]. In the domains of physical and science education, cooperative learning is recognized to promote PST socialization [57], enhance their professional identity [58,60] and increase task interdependence [61,62].

Models of cooperative learning in physical education have been developed in the last twenty years with later emphasis on the development of students’ social and relational skills within the classroom [63]. The social domain is considered to be a key parameter for students’ development provide students have the perception of competence [63]. However, as noted by Serdà and Alsina [37] and Colomer et al [9] the use of cooperative learning in multimodal approaches needs to be critically approached, particularly in terms of students’ developing their social, and affective attitudes (socials skills in receiving information and self-assertion) and academic attitudes (cognitive skills for teamwork) that may configure different levels of student’ interdependence. Furthermore, relatively little research into multimodal education (including math and science) has investigated what activities should be offered in schools to effectively promote students' positive interdependence and enhance learning. While factors such as attitudes towards teamwork, team potency and the social skills and self-assertion required in a team setting to be able to effectively receive and process information have been identified in physical education [57,58,63], determining students’ interdependence for enhancing learning in multimodal education has yet to be investigated.

Comment 4: Discussion:

It is recommended to start the discussion with a paragraph that incorporates the objective of the study and a brief summary of the main results. The comparison of results with other studies that have used mathematics and physical education is very limited. It is recommended to enrich the discussion with relevant research that uses the interaction between mathematics and physical education (for example those recommended above).

Answer: The discussion presents now the objective of the study with a new paragraph. The 5 references reported by the reviewer in comment 3 have been used. In addition, a ‘Conclusions’ section has been added. It is as it follows:

The integration of math and physical education activities in PST curricula proved that PST increased their task interdependence for social and emotional attitudes rather than for academic attitudes. In addition, the perception of PST when developing a multimodal learning model integration of bodily-kinesthetic, visual-spatial, and mathematical learning contents and competences resulted to be higher than for bodily-kinesthetic activities only (a 25.5%) or visual-spatial activities only (a 19.5%). Results showed that the cooperative integrative math and physical education activities helped to form peer-to-peer relationships among team members (which is at the base of cooperative learning), which in turn fostered professional development. Overall, this study highlights how multimodal approaches (based on both physical and mathematical education) elicited deeper social rather than academic attitudes, highlighting the significance of the need to strengthen specific and competences for sustainable education as well.

Reviewer 2 Report

The article entitled "Multimodal cooperative learning to enhance social attitudes" is a good contribution in the field of teacher training. Based on the premise of multimodal approaches, a research is carried out with teachers in training. The methodological approach is correct, with an adequate number of participants, an instrument adjusted to the objectives and a relevant data analysis. The discussion confirms the initial hypothesis and open an interesting path for teacher training from an interdisciplinary point of view. The references are accurate and 40% of them correspond to the last five years.

Aspects to be improved:

(a) the title could be more adjusted to the content of the article, since, as it is, it gives the impression of being general. It could allude to the combination of Mathematics and physical activity, which is one of the cores of the contribution.

b) An explicit "conclusions" section could be included before the limitations of the study.

c) an explicit subsection of previous studies or research related to interdisciplinary approaches could be inserted in the text.

With these minor changes, from the evaluator's point of view, the article can be published.

Author Response

Reviewer 2 Comments:

Comment 1: The article entitled "Multimodal cooperative learning to enhance social attitudes" is a good contribution in the field of teacher training. Based on the premise of multimodal approaches, a research is carried out with teachers in training. The methodological approach is correct, with an adequate number of participants, an instrument adjusted to the objectives and a relevant data analysis. The discussion confirms the initial hypothesis and open an interesting path for teacher training from an interdisciplinary point of view. The references are accurate and 40% of them correspond to the last five years.

Answer: Thank you very much for the detailed comment describing the manuscript.

Aspects to be improved:

Comment 2: (a) the title could be more adjusted to the content of the article, since, as it is, it gives the impression of being general. It could allude to the combination of Mathematics and physical activity, which is one of the cores of the contribution.

Answer: We agree with the reviewer and the title has been changed to allude to the combination of mathematics and physical activity. It goes like this:

Multimodal approaches to math and physical education within cooperative learning to enhance social attitudes

Comment 3: b) An explicit "conclusions" section could be included before the limitations of the study.

Answer: As suggested by the reviewer an explicit ‘Conclusions’ section has been added before the limitations of the study:

The integration of math and physical education activities in PST curricula proved that PST increased their task interdependence for social and emotional attitudes rather than for academic attitudes. In addition, the perception of PST when developing a multimodal learning model integration of bodily-kinesthetic, visual-spatial, and mathematical learning contents and competences resulted to be higher than for bodily-kinesthetic activities only (a 25.5%) or visual-spatial activities only (a 19.5%). Results showed that the cooperative integrative math and physical education activities helped to form peer-to-peer relationships among team members (which is at the base of cooperative learning), which in turn fostered professional development. Overall, this study highlights how multimodal approaches (based on both physical and mathematical education) elicited deeper social rather than academic attitudes, highlighting the significance of the need to strengthen specific and competences for sustainable education as well.

Comment 4: c) an explicit subsection of previous studies or research related to interdisciplinary approaches could be inserted in the text.

Answer: We agree with the reviewer. The updated draft of the manuscript now has a section that uses CL. In addition, 5 new references have been introduced in both the ‘Theoretical background’ and the ‘Discussion’ sections.

It goes like this:

2.4 Cooperative learning in mathematical and physical education

The theories of cognitive learning, social interdependence, all lend support to the pedagogical practice of cooperative learning. For the past three decades, cooperative learning has been explored, and there is evidence that it is effective in fostering social interdependence, for best promotion of the ideals of justice, social responsibility, and mutual trust among learners. The fundamental tenets of cooperative learning are the capacity to work on grounded and complex situations in interdisciplinary contexts, and to comprehend inter- or multi-disciplinary complex systems across multiple scales. Also, the capacity to promote the cooperation between team members to either tackle problems and projects. In cooperative learning, it has been noted that when teachers promote using cognitive, affective, and motivational resources, students feel positively interdependent when they deal with cooperative activities [57-59]. Positive interdependence is understood as the capacity to build individual competences for the benefits of the members of a group (intertwined roles, shared resources, joint rewards, etc.), who work together to achieve a shared learning goal [58-60]. In the domains of physical and science education, cooperative learning is recognized to promote PST socialization [57], enhance their professional identity [58,60] and increase task interdependence [61,62].

Models of cooperative learning in physical education have been developed in the last twenty years with later emphasis on the development of students’ social and relational skills within the classroom [63]. The social domain is considered to be a key parameter for students’ development provide students have the perception of competence [63]. However, as noted by Serdà and Alsina [37] and Colomer et al [9] the use of cooperative learning in multimodal approaches needs to be critically approached, particularly in terms of students’ developing their social, and affective attitudes (socials skills in receiving information and self-assertion) and academic attitudes (cognitive skills for teamwork) that may configure different levels of student’ interdependence. Furthermore, relatively little research into multimodal education (including math and science) has investigated what activities should be offered in schools to effectively promote students' positive interdependence and enhance learning. While factors such as attitudes towards teamwork, team potency and the social skills and self-assertion required in a team setting to be able to effectively receive and process information have been identified in physical education [57,58,63], determining students’ interdependence for enhancing learning in multimodal education has yet to be investigated.

Comment 5: With these minor changes, from the evaluator's point of view, the article can be published.

Answer: Thank you for the comment. In the new version, changes in the Introduction, Theoretical background and Discussion have been made.

Reviewer 3 Report

Line 124 - replace 'prove' with 'test' or 'demonstrate proof'

Minor proof-reading required - mainly around the proliferation of commas. 

I like the translation proofing identified in Ll 423-27 very much. Show excellent awareness of the dangers of research artefact reproduction.

Author Response

Reviewer 3 Comments:

Comment 1: Line 124 - replace 'prove' with 'test' or 'demonstrate proof'

Answer: ‘prove’ has been replaced by ‘test’, as requested.

Comment 2: Minor proof-reading required - mainly around the proliferation of commas. 

Answer: A native English-speaking professional has revised the manuscript.

Comment 3: I like the translation proofing identified in Ll 423-27 very much. Show excellent awareness of the dangers of research artefact reproduction.

Answer: I appreciate the comment. The protocol described in Lines 423-27 is required for any of our research projects involving the use of questionnaires.